Educación Ambiental y Huella de Carbono en la asignatura de "Technologies" 3º E.S.O.

Este documento presenta el diseño de un proyecto para la asignatura de tecnología de tercero de educación secundaria obligatoria en un instituto de enseñanza bilingüe. Se perfilan una serie de tareas cíclicas que permitirán desarrollar a los alumnos una mayor comprensión sobre el uso de la energía y la importancia del medio ambiente a través de la lengua inglesa. Este ciclo de actividades organizadas en cuatro sesiones se fundamenta en la metodología del Aprendizaje Integrado de Contenidos y Lengua Extranjera, AICLE. A través de esta se persigue el doble objetivo del aprendizaje de la lengua a la par que el del contenido. Para ello, las estrategias que se proponen se centran en el alumno y se apoyan en el trabajo colaborativo, la interacción entre iguales y las metodologías activas y participativas en las que son los propios estudiantes los que diseñan los contenidos y los adaptan a su estilo de aprendizaje. Aunque sin resultados concluyentes, el trabajo supone una aportación más a las propuestas de actividades cooperativas que centran el aprendizaje en las aulas AICLE. This project presents the design of a teaching sequence for the subject of technology in the third grade in a bilingual high school. A task cycle is created with the double objective of providing students with a deeper understanding about the use of energy and the importance of the environment through the English language. The series of activities were organized in four sessions, attending to Content and Language Integrated Learning (CLIL) methodology. Throughout this double focussed objective of learning the language and the subject matter content at the same time, the strategies proposed are focused on the student and support collaborative work, peer interaction and active participatory methodologies, focussed in the students who are the real designers of the content materials based on their own learning style. Although no conclusive results are presented, this work aims to be a contribution to other cooperative task proposals as one of the main basis of CLIL methodology.

Traditional education vs modern education. What is the impact of teaching techniques' evolution on students learning process?

The main objective of this article is to focus on the analysis of teaching techniques, ranging from the use of the blackboard and chalk in old traditional classes, using slides and overhead projectors in the eighties and use of presentation software in the nineties, to the video, electronic board and network resources nowadays. Furthermore, all the aforementioned, is viewed under the different mentalities in which the teacher conditions the student using the new teaching technique, improving soft skills but maybe leading either to encouragement or disinterest, and including the lack of educational knowledge consolidation at scientific, technology and specific levels. In the same way, we study the process of adaptation required for teachers, the differences in the processes of information transfer and education towards the student, and even the existence of teachers who are not any longer appealed by their work due which has become much simpler due to new technologies and the greater ease in the development of classes due to the criteria described on the new Grade Programs adopted by the European Higher Education Area. Moreover, it is also intended to understand the evolution of students’ profiles, from the eighties to present time, in order to understand certain attitudes, behaviours, accomplishments and acknowledgements acquired over the semesters within the degree Programs. As an Educational Innovation Group, another key question also arises. What will be the learning techniques in the future?. How these evolving matters will affect both positively and negatively on the mentality, attitude, behaviour, learning, achievement of goals and satisfaction levels of all elements involved in universities’ education? Clearly, this evolution from chalk to the electronic board, the three-dimensional view of our works and their sequence, greatly facilitates the understanding and adaptation later on to the business world, but does not answer to the unknowns regarding the knowledge and the full development of achievement’s indicators in basic skills of a degree. This is the underlying question which steers the roots of the presented research.